Central Toronto Youth Services
introducing
Logic Models
An Orientation to Logic Models
Introduction
Examples
Breaking it
down
Putting it
together
Supporting program enhancement through logic models
Introducing the Logic Model
The What, The Why, The When
Definition: WHAT is a Logic Model?
DO
Activity A
Activity B
GET
RESULTS
Activity C
Activity D
Program
Strategy
A Logic model is a diagrammatic
representation or a blueprint of a
program. It offers a way to describe
and share an understanding of
relationships(or connections)
among elements necessary to
operate a program.
Logic Models describes a program or
initiative. It depicts both what is
planned(the doing) and what results
are expected (the getting).
COLES NOTES:
Logic model shows the
relationships between WHAT the
program is supposed to do, with
WHOM and WHY
Benefits of Developing a
Logic Model
• Provides the opportunity to discuss and
agree upon program description
Benefits of Having a
Completed Logic Model
• Summarizes the key elements of a program
• Uncovers different understandings or
perceptions of the program
• Shows the theory behind program activities
and makes explicit thee assumptions
underlying the program
• Clarifies the difference between activities
and intended outcomes of the program
• Show the cause and effect relationships
between the activities and the outcomes
Coles notes:
Developing PLMs is
collective
brainstorming~ it
enhance learning
about programs
through the iterative
exchange of
information and
experience .. and it’s
FUN!
Coles Notes:
PLM is like a map:
it defines
boundaries and
highlights
important features
of your program
HOW YOU CAN USE YOUR PROGRAM LOGIC MODEL
•
•
•
•
•
•
Planning
Communication
Orientation and Training
Monitoring and evaluation
Alternative/innovative service delivery
Grant applications
A FEW EXAMPLES
School Based Program and RITES
LOGIC MODEL for SCHOOL BASED PROGRAM – High School (SBP-H)
CTYS’ School Based Program (SBP) is for high school students (H), age 13-18, living in Central Toronto or East York, who
are at risk for exiting school early. SBP-H is a semester-based, brief service, group intervention. Through a focus on
relationship-building, SBP-H supports referred students to engage more positively with their school, to stay in school, and to
realize personal success. The SBP-H Team achieves these goals through partnerships and collaborations with the target
schools and their staff, as well as through the individualized goal plans with each youth group.
Outcome Plan
Program Plan: SBP-H
School Based Program
Inputs
Resources,
Budget
SBP-H STAFF
Activities
Activities, Tasks,
Service
5 staff
* Referral/ Intake0.6 Manager
* Coordinate with
0.1 Researcher school /partners
* Provide group
OTHER
service; skill
*3 School
development, peer
support staff (1 support, advocacy
per school)
* Complete BCFPI
& CAFAS as req’d
* 3 high schools * Brief Service
(Eastdale, East Review at 6weeks
York, Heydon
* Coordinate with
Park)
other community
partners as
needed (e.g. CAS,
* Other school hsp, ,community)
staff as needed * Brief Service
Closure
* Physical
* Transition/follow
space in school up as needed
for SBP-H
Clinical Support
* Peer supervision
*Food for each * Supervision
group
* Group
consultation
* Supplies for
Administration
group
* Team meetings
*All case
documentation
* Staff meetings
TOTAL COST: * Training
$250,000
* Meetings with
Partner Agencies
Outputs
Deliverables
YEAR
Target
Group
Client,
Group
Central
Toronto
& East
Active service York
youth,
= 55-110
ages 1318, at
Complete
SBP-H = 50-70 risk of
early
2-3 meetings/ school
exit
yr with each
of 3 Schools
= 6 -9
Inquiries/yr
=100-110
3 target High
Schools
12 CTYS
monthly stat
reports (3
schools x 4
quarters)
Annual CTYS
Service Plan
Report
Measurement Plan
Outcome Statements
Short-Term
(at end of service)
Mid-Term Impact
Success Indicator
Long-Term
Impact
(Short-term outcomes)
Measurement
Tools
Evaluation
Design
Evidence of Success
(at end of service)
Surveys, Tests;
Other Measures
Measurement
Design
IMPROVED STUDENT FUNCTIONING
SCHOOL BEHAVIOURS
*Improvements in school
attendance, lates and
suspensions
More at risk
students are
engaged in
school
*25% > school attendance
*25 % < school lates
*25% < school suspension
CAFAS-School
* 50% > conflict resolution
skills
* 50% < classroom conflicts
* 50% < peer/teacher
conflicts
CAFAS-BTO
MOODS/EMOTIONS
*Improve resilience/well being
* Reduced anxiety and
depressive symptoms
*50 % > in resilience skills
*50 % < anxiety/depressive
symptom’s
Pre/post
Pre/post
Post
SERVICE SATISFACTION
Youth engaged with group
Youth satisfied with SBP
*80 % youth who complete
SBP-H are engaged and
satisfied with service
CAFAS- M/E
scale
SBP-H staff
Youth survey
Youth survey
BEHAVIOUR TO OTHERS
*Improved conflict resolution
skills
* Reduced peer / teacher
conflicts
More at risk
students
graduate from
secondary
school
scale
SBP-H staff
Youth survey
scale
SBP-H staff
Youth survey
Pre/post
Pre/post
Post
Pre/post
Pre/post
Post
Post
FIDELITY TO SERVICE MODEL
High fidelity to SBP-H model
Continued
adherence to high
fidelity > positive
outcome & shift
from EIP to EBP
As an EBP,
SBP-H becomes
a core service
within each high
school
*85 % adherence to model
fidelity
File review
(n=10) random
sample using
Fidelity Tool
Peer review
With high partner
satisfaction,
SBP-H becomes
a core service iin
each high school
*90% of school partners
are satisfied with SBP-H
Partner survey
Post
PARTNER (SCHOOL) SATISFACTION
School partners are satisfied
with SBP-H service
Greater
satisfaction leads
to more referrals
and expansion to
other high schools
[RITES] empowers black youth with an understanding of themselves, their cultures and increases their awareness of the issues that impacts their Mental Health. It
serves youth, referred by the community 14-18 years old in the city of Toronto. It is informed by evidence and research on racism stress management and strengthening
racial identity and incorporates individual and group counselling
Outcome Plan
Program Plan: SBP-H
Inputs
Resources,
Budget
RITES
Human
Resources
2 Staffequivalent0.6FTE
Manager
0.1FTE
Activities
Outputs
Target Group
Activities, Tasks,
Deliverables
YEAR
Client,
Group
Service
Intakes/yr=30
Intake
Active Clients
Active clients=20Recruitment
24
BCFPI
Youth Engagement Complete
Story telling
RITES=15-20
Assessment
Closing
Other
Personal Identity
* Physical
CAFAS
story-Culminating
space @CTYS Day retreat
project
Group counseling
*Food for
Individual
each group
counseling
1 day retreat
Community
2 groups
* Supplies for Engagement/
22 sessions per
group
Partnership
group
* Honorarium Clinical Support 4-6 sessions per
* Supervision
client
* Group
1-2x 20-24 clients
consultation
Supervision=12x/m
Total Cost:
Administration onthly
* Team meetings Group consultation
Program
*All case
10x/year
Expenses:
Training
documentation
Development
* Staff meetings
Client Expenses * Training
Consultation:
* Community
Consultation
14-18 years old Black
youth
City of Toronto
Seeking cultural
connectivity and
requiring racial
socialization
Outcome Statements
Short-Term
(at end of service)
Long-Term
Increased understanding of African centred value Increased resilience and improved mental health
system
functioning
Increased knowledge of African cultures
Increase protective factors in Racial Socialization
Increased positive attitudes and beliefs about
racial identity*
Increased awareness of issues that impact their
mental health
Improved stress management
Increased knowledge of community assets and
resources
Client Satisfaction
Youth will be satisfied with the RITES program
Youth will access mental health services
Breaking it down
The Elements…Introducing CAT SOLO
Nora’s Solo
https://www.youtube.com/watch?v=TZ860P4iTaM
C
•Components
A
• Activities
T
• Target Group
S
• Short-term
O
• Outcomes
L
• Long-Term
O
• Outcome
C
COMPONENTS are strategies, themes or sets of activities.
Example: Community Outreach, Intake, Recruitment,
Counselling
A
Activities are interventions or actions taken- What
services does your program deliver what are the functions
or tasks? Example: group work, family counselling,
referrals
T
Target Group – Individuals or communities at whom the
program activities are directed. Whose needs are you
trying to meet. Example: Youth 12-18 serving bail orders
GROUP ACTIVITY
S
Short Term Outcomes are the direct result of the
program, usually what you expect to see at the end of the
program. These are usually changes in:
Awareness, Knowledge, Skills and Attitudes
O
L
O
Long term outcomes reflect impact or social/
economical consequences of the program. These are the
end result that though programs are not generally held
accountable, they may claim contribution to. These are
generally changes in conditions.
GROUP ACTIVITY
Putting it
together
PUTTING IT ALL TOGETHER
Input CAT Output SOLO
Program Logic Model Elements
• Inputs
Then
• Activities
• Target
Group
• Components
If
Then
If
• Outputs
If
Then
• Short-term
Outcomes
• Long- term
Outcomes
?
But wait…
There’s More!
Summary and Pop Quiz!
SUMMARY
• Program Logic Models are a useful tool
• PLM can be used for understanding planning
and improving programs
• Elements of a PLM are: Input-CAT-Output-SOLO
• Consulting with others is an important aspect of
developing a PLM- It’s a team effort
• PLM’s are not static- as the program changes –
so should the logic model
POP QUIZ
Program Logic Models can be used for
program planning and evaluation?
What are the basic elements of the
program logic model?
Which of these are benefits of
developing a program logic model?
Helps to uncover different understandings of the program
Helps identify critical questions for evaluation
Clarifies the difference between the activities and outcomes
of programs
May lead to innovative ways of developing /enhancing a program
All of the above
Program Logic Models are used for
performance appraisals?
Who should be involved in creating
program logic models?
Researchers
Managers and Evaluators
All those who have a stake in the program
External Consultants
Roger and Jennifer
What’s Your
Message?
Program
Logic
Models